EFL STUDENTS’ PERCEPTION OF AI ASSISTED ACADEMIC WRITING IN SUPPORTING CRITICAL FRAMING
DOI:
https://doi.org/10.35194/jj.v14i2.6427Keywords:
AI-assisted Writing Tools, Academic Writing, Critical Framing, EFL StudentsAbstract
The use of Artificial Intelligence (AI) in academic writing is on the rise, presenting both opportunities and challenges for students of English as a Foreign Language (EFL). Although various studies indicate that AI-assisted writing tools can support the writing process, concerns remain regarding students’ engagement in evaluating AI-generated information and the role of these tools in fostering critical framing. Therefore, this study aims to explore EFL students’ perceptions of the use of AI-assisted writing tools in academic writing, understand their role in supporting critical framing, and identify the opportunities and challenges perceived by students. This study employed a quantitative descriptive design involving 45 EFL students at a Islamic State University in Cirebon. Data were collected via a questionnaire consisting of 17 Likert-scale statements and 3 multiple-choice questions regarding habits, opportunities, and challenges in using AI-assisted writing tools. The results indicate that students generally hold positive perceptions toward the use of AI-assisted writing tools. Students view AI as a tool that helps generate ideas, develop arguments, improve language usage, and enhance efficiency in the academic writing process. The findings also indicate that AI has the potential to support critical framing by helping students consider various perspectives and evaluate arguments more critically. However, challenges such as reliance on AI, doubts about the accuracy of information, and concerns regarding academic ethics were still identified. Further research is recommended to involve a more diverse group of participants and employ a mixed-methods approach to gain a more comprehensive understanding.
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